Impact of Nursing Program Structure on Academic Stress Levels and Self-Concept: A Cross-Sectional Study of Nursing
Alaa Ayyadhah Alanazi1, Amany Anwar Saeed Alabdullah2, Hanan HamdanAlshehri3
1Department of Medical Surgical Nursing, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia.
Objective:
To investigate undergraduate nursing students' perceptions of their transition from a 2-semester to a 3-semester academic calendar and examine its impact on academic stress and self-concept.
Methods:
A cross-sectional study was conducted between April and December 2023 among 185 undergraduate nursing students in Saudi Arabia who had completed at least their foundational year. Participants completed an online questionnaire containing Likert-type scales measuring academic stress and academic self-concept. Data were analyzed using t-tests and ANOVA to explore associations between perceptions and demographic variables.
Results:
Most students reported low levels of academic stress and maintained a positive academic self-concept. Perceived stress showed no significant associations with demographic characteristics. However, academic self-concept differed significantly according to academic year and parental status, with fourth-year students and those without children reporting higher academic confidence.
Conclusion:
The transition to a 3-semester academic calendar appeared manageable for undergraduate nursing students, with overall low stress levels and a positive self-concept. While demographics did not influence stress perception, academic year and parental status affected students' confidence. These findings underscore the need for targeted academic support for students in earlier years and those with parental responsibilities.
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